When a student shows a deficit in math, there are a number of cognitive deficits that could be contributing to the student's struggles: numerosity, estimation, and/or difficulty remembering verbal information, trouble with working memory in general (Zadina, 2014). Instead of giving more practice on the math problems that students are struggling with, Zadina suggests specific strategies to address the underlying problem.
Many of the Zadina's suggestions lend themselves particularly well to calendar math and math centers. At the schools where I work, students have 15 minutes per day of calendar math (students review math concepts in a whole-class, spiraled review format), and approximately 30 minutes of math centers (students work independently or in collaborative groups as the teacher circulates). I added two strategies into plans for these times of the day. The specific strategies were as follows:
Estimation Jar (3 min during calendar math)
Fill a jar with a set of the same size items, for example jelly beans. Have students guess how many jelly beans are in the jar. Throughout the week use different strategies and allow students to revise their guesses. For example, take out a handful of jelly beans and count those, then put them back in the jar. Or show a different sized jar with the same type of items, and tell students how many are in that jar. At the end of the week dump out the contents of the estimation jar, put them into groups of 10, and have student help you count the total.
Concentration (10-15 minutes during math centers)
Create a set of cards with simple addition and subtraction equations. Create a matching set of cards with the sums for each equation. They should all be the same size and same color. Shuffle the deck and turn them upside down. Have students work in pairs to turn over a card and try to find its match. If the cards don't match, put both face down in their original spots. If the cards match then the student gets to keep both cards. The student with the most cards at the end of the game wins.
So far students have enjoyed both of these activities. Zadina even refers to similar activities as games. Math games can be a great way to increase working memory, as well as math skills. They also have a high level of engagement, which we know is important for learning from previous chapters!
Sunday, March 8, 2015
Attention and Memory (week 5)
In Multiple Pathways to the Student Brain, Zadina discusses different practices that have been scientifically shown to improve attention. These practices include music training, meditation, yoga, and sports.
In the Bay Area, in CA (which is where I grew up) there are a number of schools that have implemented instruction in mindfulness in recent years. Here's a summary of research if anyone is interested: Mindfulness in Schools. When I first heard about this practice I thought it was interesting, but I hadn't thought much about it until I read Zadina's chapter on attention. In the linked article, students who participated in mindfulness training showed improvements in behavior and ability to pay attention.
I decided to try out a few of Zadina's suggested techniques for focused attention and mindfulness (full explanations on p. 118). To practice focused attention, students looked at a small blue chair as they sat at their desks, and their goal was to not think of any thoughts. When they think of something, their goal is to notice that they thought of it, and then bring their attention back to the chair. To practice mindfulness, we practiced 30 seconds of silence, and students were directed to pay attention to their senses. After each activity students discussed their experience with a shoulder partner, then shared out to the group. Discussion questions included: What did you think about? Did your mind wander? Was it easy or hard?
Although some students said it was easy, I could tell it was hard! Zadina suggests starting in increments of 10 seconds, and gradually increasing the time. I will definitely keep using these practices in the classroom. There's always a tension of not having enough time in the day, but since this is scientifically proven to increase attention, I'd say it falls into the category of... It takes time to make time!
In the Bay Area, in CA (which is where I grew up) there are a number of schools that have implemented instruction in mindfulness in recent years. Here's a summary of research if anyone is interested: Mindfulness in Schools. When I first heard about this practice I thought it was interesting, but I hadn't thought much about it until I read Zadina's chapter on attention. In the linked article, students who participated in mindfulness training showed improvements in behavior and ability to pay attention.
I decided to try out a few of Zadina's suggested techniques for focused attention and mindfulness (full explanations on p. 118). To practice focused attention, students looked at a small blue chair as they sat at their desks, and their goal was to not think of any thoughts. When they think of something, their goal is to notice that they thought of it, and then bring their attention back to the chair. To practice mindfulness, we practiced 30 seconds of silence, and students were directed to pay attention to their senses. After each activity students discussed their experience with a shoulder partner, then shared out to the group. Discussion questions included: What did you think about? Did your mind wander? Was it easy or hard?
Although some students said it was easy, I could tell it was hard! Zadina suggests starting in increments of 10 seconds, and gradually increasing the time. I will definitely keep using these practices in the classroom. There's always a tension of not having enough time in the day, but since this is scientifically proven to increase attention, I'd say it falls into the category of... It takes time to make time!
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